Discovery+Learning

What is Discovery Learning?
Learning which is inquiry-based is called discovery learning, and this type of learning has been a part of educational philosophies for many years. Many philosophers particularly Rousseau, [|Pestalozzi] and [|Dewey]. “There is an intimate and necessary relation between the processes of actual experience and education” wrote Dewey. It also enjoys the support of learning theorists and psychologists, such as [|Piaget], Bruner, and Papert. It has enjoyed a few positive swings of the educational-trend pendulum in American education, but it has never received overwhelming acceptance([|www.nwlink.com]). > "You can't teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it". - Seymour Papert > Discovery learning takes place most notably in problem solving situations where the learner draws on his own experience and prior knowledge to discover the truths that are to be learned. It is a personal, internal, constructivist learning environment.



== **Discovery learning encompasses an instructional model and strategies that focus on active, hands-on learning opportunities for students (Dewey, 1916/1997; Piaget, 1954, 1973). Bicknell-Holmes and Hoffman (2000) describe the three main attributes of discovery learning as:** == **1) ****Exploring and problem solving to create, integrate, and generalize knowledge **

Through exploring and problem solving, students take on an active role to create, integrate, and generalize knowledge. Instead of engaging in passively accepting information through lecture or drill and practice, students establish broader applications for skills through activities that encourage risk-taking, problem solving, and an examination of unique experiences (Bicknell-Holmes & Hoffman, 2000). In this attribute, students rather than the teacher drive the learning. Expression of this attribute of discovery learning essentially changes the roles of students and teachers and is a radical change difficult for many teachers to accept (Hooks, 1994).

**2) ****Student driven, interest-based activities in which the student determines the sequence and frequency **

Discovery learning encourages students to learn at their own pace (Bicknell-Holmes & Hoffman, 2000). Through discovery learning, some degree of flexibility in sequencing and frequency with learning activities can be achieved. Learning is not a static progression of lessons and activities. This attribute contributes greatly to student motivation and ownership of their learning.

**3) ****Activities to encourage integration of new knowledge into the learner’s existing knowledge base. **

Discovery learning is based on the principle of using existing knowledge as a basis to build new knowledge (Bicknell-Holmes & Hoffman, 2000). Scenarios with which the students are familiar allow the students to build on their existing knowledge by extending what they already know to invent new ideas.

Why is Discovery Learning Different from Traditional Forms of Learning?
In discovery learning, students are active. Learning is not defined as simply absorbing what is being said or read, but actively seeking new knowledge. Students are engaged in hands-on activities that are real problems needing solutions. The students have a purpose for finding answers and learning more (Mosca & Howard, 1997).
 * //Learning is active rather than passive (Mosca & Howard, 1997). //

The focus shifts from the end product, learning content, to the process, how the content is learned. The focus in discovery learning is learning how to analyze and interpret information to understand what is being learned rather than just giving the correct answer from rote memorization. Process-oriented learning can be applied to many different topics instead of producing one correct answer to match one question that is typically found in content-oriented learning. Discovery learning pushes students to a deeper level of understanding. The emphasis is placed on a mastery and application of overarching skills (Bonwell, 1998).
 * //Learning is process-oriented rather than content-oriented. //


 * //Failure is important. //

Failure in discovery learning is seen as a positive circumstance (Bonwell, 1998). Discovery learning emphasizes the popular lesson learned from Thomas Edison. Thomas Edison is said to have tried 1,200 designs for light bulbs before finding one that worked (Love, 1996). When someone asked Edison if he felt discouraged by so many failures, he responded that he never felt discouraged because he had learned thousands of designs that do not work. Learning occurs even through failure. Discovery learning does not stress getting the right answer. Cognitive psychologists have shown that failure is central to learning (Schank & Cleary, 1994). The focus is learning and just as much learning can be done through failure as success. In fact, if a student does not fail while learning, the student probably has not learned something new (Schank & Cleary, 1994).


 * //Feedback is necessary (Bonwell, 1998). //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; margin: 0in 0in 0pt;">An essential part of discovery learning is the opportunity for feedback in the learning process (Bonwell, 1998). Student learning is enhanced, deepened, and made more permanent by discussion of the topic with other learners (Schank & Cleary, 1994). Without the opportunity for feedback, learning is left incomplete. Instead of students learning in isolation, as is typical in the traditional classroom where silence is expected, students are encouraged to discuss their ideas to deepen their understanding.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understanding is deeper (Papert, 2000). //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; margin: 0in 0in 0pt;">Incorporating all of these differences, discovery learning provides for deeper learning opportunities. Learners internalize concepts when they go through a natural progression to understand them (Papert, 2000). Discovery learning is a natural part of human beings (Percy, 1954). People are born with curiosities and needs that drive them to learn (Percy, 1954). Infants learn to talk by discovery. They listen to others around them talk, mimic sounds, and try putting together the pieces of language they have discovered (Percy, 1954). The infant develops a deep understanding of language by figuring it out one piece at a time. In an essay by Walker Percy (1954) entitled “The Loss of the Creature”, Percy contrasts a young Falkland Islander with a high-school student as they both dissect a dead dogfish. The Falkland Islander stumbles upon the dead fish on the beach, pulls out a pocketknife, and dissects the fish. The high-school student is given a canned lesson containing an assignment, a list of every item needed, and the steps required to complete the assignment. The difference between the two examples is curiosity. The high-school student’s gain of understanding is blocked by the circumstances in which the knowledge is being presented. The restrictions of school often dampen the natural curiosity that is innate in human beings (Percy, 1954). Discovery learning allows for deeper understanding by encouraging natural investigation through active, process-oriented methods of teaching (Percy, 1954).

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